GRADE 7 DETAILED LESSON IMMACULADA Grade

School Grade 7
PLAN CONCEPTION COLLEGE Level
JOHN ERICSON C. Learning
Teacher Mathematics
CALLING Area
Teaching
May 24, 2025 Quarter Third
Date
I. OBJECTIVE
A. Content Standards The learner will demonstrate understanding of integers (comparing,
absolute value, and operations), data collection and sampling techniques,
and the presentation of data in appropriate tables and graphs and
interpretation of statistical graphs.
B. Performance Standards By the end of the quarter, the learners are able to determine square roots
of perfect squares and cube roots of perfect cubes, identify irrational
numbers, illustrate sets and subsets, and union and intersection of sets,
using Venn diagrams, convert units of measure from different systems of
measure and find the volume of square and rectangular pyramids, and the
volume of cylinders.
C. Learning Competencies Describe the set of integers.
II. CONTENT
Number and Algebra
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages MATATAG Curriculum Guide for Math Grades 1–4 & 7. Covers
integers, sets, irrational numbers, unit conversion, and volume.
[Link]
[Link]
2) Learner’s Material pages Grade 7 Math LM. Includes integers, operations, sets, and data
representation.
[Link]
3) Textbook pages
4) Additional Material from Module on Absolute Value & Operations on Integers.
Learning Resources (LR) [Link]
portal [Link]
B. Other Learning Resources  DepEd TV and YouTube videos (integers, sets, data graphs)
 Q3 Math 7 Worksheet: Data Collection & Sampling
([Link]
Mathematics-7-Lesson-1-Week-1)
 DepEd Commons modules and quizzes
IV. PROCEDURES
Daily Routine  Prayer
 Greetings
 Classroom Rules
a. Raise your hand if you have any concerns or if you need to go
to the comfort room.
b. Keep away unnecessary tings that are not related to our topic,
such as gadgets and materials from other subject.
SESSION 1
ELICIT
1) Reviewing previous lesson or Teacher’s Activity Students Activity
presenting the new lesson. “Good morning, class! Before we
begin, let’s recall the numbers we
 already know. I’ll write some
numbers on the board:
-3, 0, 5, ½, √2, -8, 7.

Which of these numbers are whole

numbers? Fractions? Decimals? Can “Whole numbers are like 0, 5,
someone group them for us?” and 7.”
“Fractions are like ½.”
“Negative numbers are like -3
and -8.”
(Teacher then asks)
“Have you heard the word integer
before? What do you think it “Maybe integers include positive
means?” and negative numbers?”
ENGAGE
2) Establishing a purpose for the Teacher’s Activity Students Activity
lesson.
"Great thinking, class! Today, we
will learn more about a special group
of numbers called integers.

Let me show you a situation:

Carl had ₱200. He bought a drink for
₱50. How much money did he have
left?
Now, what if he borrowed ₱50 from
a friend? How do we represent that
amount?"

(Writes +200, -50 on the board)

"Can anyone guess why we use a “Because it means he lost ₱50?”

negative sign for borrowing or losing
something?" “Maybe negative means going
down or losing?”
(Pauses to collect ideas, then states)
"This is where integers become “Integers might be for both
useful! We will explore what integers gaining and losing something!”
are, and how they help us describe
real-life situations like spending,
borrowing, temperature changes, and
more."
EXPLORE
3) Presenting Teacher’s Activity Students Activity
examples/instances of the
lesson. “Now let’s try a simple group
activity! I have here some Integer
Cards (numbers like -10 to +10).
Each group will receive a set.
 Task:

1. Sort the cards into two Sorts cards into positives,

groups: positive integers and negatives, and identifies 0 as
negative integers. neither.
2. Identify which number is not
positive or negative. Places cards correctly on a
3. Arrange all the numbers from number line.
least to greatest on a number
line.

Let’s observe and discuss what

patterns we see. What do we notice
about zero?”

(Teacher circulates to guide students

and asks follow-up questions like: Shares insights:
“Zero is in the middle.”
 "Where would you place “Negative numbers are to the left
zero?" of zero.”
 "What does zero mean in real “Positive numbers are to the
life?" right.”
 "How do positive and
negative numbers compare on
the number line?")

SESSION 2
EXPLAIN
4) Discussing new concepts and Teacher’s Activity Students Activity
practicing new skills.
“Let’s now define what we’ve
discovered.

Integers are a set of numbers that

include:

 Positive numbers (e.g., +1, Take notes and respond:

+2, +3…) “Positive numbers are to the
 Negative numbers (e.g., -1, - right.”
2, -3…) “Zero is between negatives and
 Zero (0) positives.”
“+2 is greater than -3.”
Integers do not include fractions or
decimals.

Let’s look at this number line on the

board.
Where are the negative numbers?
Where is zero?
Where are the positive numbers?
 Now, let’s answer these together: Practice:

1. Which is greater: -3 or +2? “From least to greatest: -5, -2, 0,

2. Arrange: -5, 0, -2, 3, +1 from +1, 3”
least to greatest.”

(Teacher explains how to compare

and arrange integers using the
number line.)
5) Developing Mastery. Teacher’s Activity Students Activity

“Now, let’s practice more comparing

and ordering integers together. I will
give you some examples:

 Which is greater: -7 or -4? Answer questions aloud or write

 Arrange these integers in on their notebooks.
ascending order: 3, -1, -6, 0,
5. Explain their reasoning:
 Find the absolute value of -8 “-4 is greater than -7 because it
and +5.” is closer to zero.”
“Ascending order: -6, -1, 0, 3,
(Teacher guides students through 5.”
each problem, asking for “Absolute value of -8 is 8,
explanations and reasoning.) absolute value of +5 is 5.”
ELABORATE
6) Finding practical applications Teacher’s Activity Students Activity
of concepts and skills in daily
living. “Let’s see how integers apply to real
life!

 When you check your bank

balance, positive numbers
mean you have money, and
negative numbers mean you
owe money or have overdraft.
 Temperature can go below
zero, which means negative
numbers are useful.
 Elevation above or below sea
level also uses positive and
negative integers. Share examples such as:
“Scoring below zero in a game.”
Can you think of other real-life “Depth below the ground or
situations where integers are used?” water.”
“Gains and losses in a business.”

7) Making generalizations and Teacher’s Activity Students Activity

abstractions about the lesson.
“From our activities, what can we say
 about integers?

 Integers include positive and

negative whole numbers plus
zero.
 They are useful for describing
increases and decreases, gains Summarize:
and losses, above and below a “Integers help us understand things
point. that go up and down.”
“They are important in daily life,
Can someone summarize the science, and math.”
importance of integers?”
EVALUATE
V. EVALUATING LEARNING Teacher’s Activity Students Activity

Distribute a short quiz or worksheet

with problems such as:

a. Identify which of the

following are integers: 3, -
2, 0, 1.5, -4.7

b. Arrange these integers

from least to greatest: -3,
5, 0, -1, 2

c. Find the absolute value of

-6 and +4

d. Compare and state which Complete the quiz/worksheet

is greater: -5 or -2 individually.

Review answers with the class and Participate in class discussion for
provide feedback. corrections and clarifications.
EXTEND
VI. Teacher’s Activity Students Activity
ENRICHMENT/ASSIGNMENT
Assign learners to find and list five Search for and document real-
real-life examples where integers are life integer examples at home or
used (e.g., temperature readings, in the community.
bank transactions, sports scores).
Prepare to share and explain
Encourage learners to bring pictures, their examples in the next
news clips, or draw diagrams session.
illustrating these examples for the
next class.
Section
Time
VII. REMARKS
VIII. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who score below
80%.
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of the learners who
continue to require
remediation.
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovational or
localized material did I use/
Discover which I wish to
share with the other teachers?
Prepared by: JERALD C. GARCIA Check by:

Mr. FERDINAND A. DE LEON Ms. ELSA VERAL

Professor Professor

Date Checked: